scholarly journals Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction

2014 ◽  
pp. 23-45 ◽  
Author(s):  
Patricio Herbst ◽  
Karl Kosko
Keyword(s):  
High School ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching ◽  
High School Geometry ◽  
School Geometry ◽  
Geometry Instruction

Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience

2020 ◽  
Vol 51 (5) ◽  
pp. 600-630
Author(s):  
Inah Ko ◽  
Patricio Herbst
Keyword(s):  
High School ◽  
High School Teachers ◽  
Subject Matter ◽  
Teaching Experience ◽  
Subject Matter Knowledge ◽  
School Teachers ◽  
Knowledge For Teaching ◽  
High School Geometry ◽  
School Geometry

This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be scaled and associated with key elements of instruction. Analyses of 602 high school teachers’ responses to two sets of items designed to measure the SMK-G used in two particular tasks of teaching—understanding students’ work (USW) and choosing givens for a problem (CGP)—suggested the two scales of SMK-G to be distinguishable and differently related to experience in teaching high school geometry.

scholarly journals Mathematical knowledge for teaching: Adding to the description through a study of probability in practice

Pythagoras ◽  
2006 ◽  
Vol 0 (63) ◽  
Author(s):  
Mercy Kazima ◽  
Jill Adler
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
Mathematical Knowledge For Teaching ◽  
Mathematical Work ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
Scaling Down ◽  
Multilingual Classroom ◽  
Everyday Knowledge

In their description of the mathematical work of teaching, Ball,  Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss  the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004) describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

scholarly journals Conhecimentos de Professores de Matemática em Início de Carreira Sobre o Campo Aditivo

2020 ◽  
Vol 13 (1) ◽  
pp. 53-63
Author(s):  
Rafael Neves Almeida ◽  
Ruy Cesar Pietropaolo
Keyword(s):  
Data Collection ◽  
Knowledge Base ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge For Teaching ◽  
Problem Situations ◽  
Scholarship Recipients ◽  
Career Teachers

Este trabalho apresenta um estudo realizado com cinco professores de Matemática, em início de carreira, ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), cujo objetivo foi evidenciar os Conhecimentos Didáticos e Curriculares dos participantes sobre o ensino de problemas do campo aditivo, conforme indicado pelos parâmetros curriculares nacionais. A coleta de dados se deu por meio de entrevistas e protocolos respondidos pelos professores. Como referenciais teóricos, no tocante ao início de carreira, foram utilizados os trabalhos de Huberman e Garcia. Em relação aos conhecimentos de professores necessários à docência optou-se por Ball, Thames e Phelps. A análise dos dados nos permitiu verificar que os professores no processo de ensino do campo aditivo dão bastante ênfase à ideia de combinar dois estados para obter um terceiro, não destacando outros importantes significados. Portanto, faz-se necessário uma ampliação na base de conhecimentos desses docentes para o ensino das operações.   Palavras-chave: Professores em Início de Carreira. Conhecimentos Matemáticos para o Ensino. Campo Aditivo. PIBID.   Abstract In this work, we will present a study carried out with five early-career teachers, former scholarship recipients of the Programa Institucional de Bolsa de Iniciação a Docência (Pibid), whose objective was to highlight the participants' Didactic and Curricular Knowledge about the notion of addition. The data collection was done through interviews and protocols answered by the teachers. As theoretical references, regarding the beginning of the career, the works of Huberman (1995) and Garcia (1999) were used. Regarding the teachers' knowledge required for teaching, Ball, Thames and Phelps (2008) were chosen. The analysis of the data allowed us to verify that the teachers' knowledge about addition operation is restricted to the meaning of joining and that the idea most used to work with this theme in the classroom involves problem situations with money. Therefore, it is necessary to increase the knowledge base of these teachers.   Keywords: Teacher Early-Career Teachers. Mathematical Knowledge for Teaching (MKT).  

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